Participatory Design Research  in Building Community through Telecollaboration Project April 9, 2011 Alain Breuleux, Ph.D....
Agenda <ul><li>Design-based research for innovative educational environment </li></ul><ul><li>Case : Building Community th...
Introduction: BCT Project <ul><li>Building Community through Telecollaboration (BCT) project is a province-wide initiative...
Purposes of the Study <ul><li>To discuss design research and participatory design as an innovative combination of research...
Theoretical Framework <ul><li>A collaborative design-based enterprise  </li></ul><ul><ul><li>Brown (1992); Collins (1992);...
Design Research <ul><li>An emerging educational research paradigm  </li></ul><ul><li>To create and extend knowledge about ...
Participatory Design Research <ul><li>Participatory design  ( Schuler & Namioka, 1993 )  originated from the industry sect...
Research Methods <ul><li>How do we facilitate communication and collaboration in a professional learning network for devel...
Data Sources and Data Analysis <ul><li>An appreciative inquiry at the end of each F2F meeting,  </li></ul><ul><li>Online a...
Design Research <ul><li>Researchers </li></ul><ul><li>Techno-pedagogical consultants </li></ul><ul><li>Researchers </li></...
 
Implications of Participatory Design Research (I) <ul><li>Away from strict reliance on “knowledge-for-practice” </li></ul>...
Implications of Participatory Design Research (II)
Implications of Participatory Design Research (II) <ul><li>An “interpretive community” (Fish, 1980) </li></ul><ul><ul><li>...
Conclusions <ul><li>Design-based research with increased and more structured participation </li></ul><ul><li>Applied to on...
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BCT_AERA 2011

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BCT_AERA 2011

  1. 1. Participatory Design Research in Building Community through Telecollaboration Project April 9, 2011 Alain Breuleux, Ph.D. McGill University, Canada Gyeong Mi Heo, Ph.D. CEFRIO, Canada AERA 2011, New Orleans, Louisiana
  2. 2. Agenda <ul><li>Design-based research for innovative educational environment </li></ul><ul><li>Case : Building Community through TeleCollaboration </li></ul><ul><li>Describe participatory design as improvement </li></ul>
  3. 3. Introduction: BCT Project <ul><li>Building Community through Telecollaboration (BCT) project is a province-wide initiative with educators and administrators from English school boards across Quebec. </li></ul><ul><li>A goal of the BCT Project is </li></ul><ul><li>“ to encourage, facilitate and support collaboration among students, teachers and educational leaders to enhance learning across the community .” </li></ul><ul><li>BCT Website: http://bctcollaboration.wikispaces.com/ </li></ul>
  4. 4. Purposes of the Study <ul><li>To discuss design research and participatory design as an innovative combination of research approaches, </li></ul><ul><li>To demonstrate our research approach along with the development of the BCT project, and </li></ul><ul><li>To reflect on the iterative process of participatory design research and the values of its application for educational research. </li></ul>
  5. 5. Theoretical Framework <ul><li>A collaborative design-based enterprise </li></ul><ul><ul><li>Brown (1992); Collins (1992); Design-based research collective, ( 2003) </li></ul></ul><ul><li>A focus on teacher knowledge </li></ul><ul><ul><li>Cochran-Smith & Lytle (1999); Lieberman & Miller (2001); Shulman (1986) </li></ul></ul><ul><li>Fostering a culture of sharing </li></ul><ul><ul><li>Becker & Riel (2000); Louis (2008) </li></ul></ul>
  6. 6. Design Research <ul><li>An emerging educational research paradigm </li></ul><ul><li>To create and extend knowledge about developing, enacting, and sustaining innovative learning environments ( Design-based research collective, 2003, p. 5 ). </li></ul><ul><li>Characteristics: Interventionist / Iterative / Process-oriented / Utility-oriented / Theory-oriented ( van den Akker et al., 2006, p. 4 ) </li></ul>
  7. 7. Participatory Design Research <ul><li>Participatory design ( Schuler & Namioka, 1993 ) originated from the industry sectors in Scandinavian countries. </li></ul><ul><li>The objective of the participatory design is “ the inclusion of the user s / participants in the design and implementation of any new technology ( Silva & Breuleux, 1994 ) </li></ul>
  8. 8. Research Methods <ul><li>How do we facilitate communication and collaboration in a professional learning network for developing teacher professional practice and enhancing student learning? </li></ul><ul><li>Project context and Participants: </li></ul><ul><ul><li>About 50 teachers from 11 schools across all nine English school boards in Quebec in 2010-2011 . </li></ul></ul><ul><ul><li>BCT teachers attend four F2F meetings per year and communicate and collaborate with each other through diverse ICT tools to develop collaborative classroom projects with their students. </li></ul></ul>
  9. 9. Data Sources and Data Analysis <ul><li>An appreciative inquiry at the end of each F2F meeting, </li></ul><ul><li>Online and offline survey questionnaires Focus interviews with participants, </li></ul><ul><li>Online activities on Listserv, BCT blog, BCT wiki, BCT discussion forum, and </li></ul><ul><li>Researcher notes on BCT F2F meetings and Leadership Team meetings both online and offline </li></ul><ul><li>Data were analyzed for formative evaluations, which enable us to assess, reflect, and refine our design and the implementations through the whole process </li></ul>
  10. 10. Design Research <ul><li>Researchers </li></ul><ul><li>Techno-pedagogical consultants </li></ul><ul><li>Researchers </li></ul><ul><li>Techno-pedagogical consultants </li></ul><ul><li>Cycle group leaders </li></ul>Representatives of participants’ active engagement throughout the iterative process Participatory Design Research <ul><li>Listserv </li></ul><ul><li>BCT Blog / BCT Wiki </li></ul><ul><li>Live Classroom sessions </li></ul><ul><li>BCT Sakai portal </li></ul><ul><li>BCT website </li></ul>Phase 1 (2007-2009) Phase 2 (2009-2011) Research approach Characteristics Leadership Team Technical tools for community Iterative process (Design – Implementation - Evaluation – Redesign)
  11. 12. Implications of Participatory Design Research (I) <ul><li>Away from strict reliance on “knowledge-for-practice” </li></ul><ul><li>Inclusion of “knowledge-in-practice” into the conversations </li></ul><ul><li>Better opportunities for “knowledge-of-practice” to emerge through intentional investigation and interpretation by teachers and others in the leadership team </li></ul>
  12. 13. Implications of Participatory Design Research (II)
  13. 14. Implications of Participatory Design Research (II) <ul><li>An “interpretive community” (Fish, 1980) </li></ul><ul><ul><li>Interpreting “emerging practice” </li></ul></ul><ul><li>Intersection of Teaching, Reflection, and Participatory design </li></ul><ul><li>Emerging practice is the object of interpretive conversations </li></ul><ul><li>T he object of design conversation in an iterative process </li></ul>
  14. 15. Conclusions <ul><li>Design-based research with increased and more structured participation </li></ul><ul><li>Applied to one instance of innovative educational development </li></ul><ul><li>Applicable in other contexts </li></ul>

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